Interrupting the logic of domination must pervade every classroom choice, not just content

Evidence

Obviously, interrupting the processes and institutionalization of a logic of domination is difficult work, requiring teachers who are willing and prepared to step up and teach in ways that challenge the naturalization of inequality, and engage students in authentic opportunities for confronting its effects. It means confronting the ways we unconsciously internalize value hierarchized meanings and experiences everyday and it means choosing to raise the important questions in everything we do as teachers: in the content we teach, in the activities we create, in the relationships we create with our students, in the assumptions that will continue to surface. What is education for, and what kinds of communities do we all deserve as living creatures sharing this planet? — Rebecca A. Martusewicz, Jeff Edmundson, and John Lupinacci, EcoJustice Education, 1308

Categorization

• ADDENDUM: Directly extends the ‘On Sacrifice’ framing of decolonial responsibility into the classroom-ethics register: what educators owe communities when institutions are implicated in embedded violence.
• XREF: connects to: Shifting metaphors can shift thought and behavior toward sustainability. — Rebecca A. Martusewicz, Jeff Edmundson, and John Lupinacci, EcoJustice Education: Toward Diverse,…, 502; Professors can teach radical content while enforcing bourgeois classroom decorum — bell hooks, Teaching to Transgress: Education as…, 358; Treating the classroom as static and repeatable serves institutionalized domination — bell hooks, Teaching to Transgress: Education as…, 314

Broader Connections

• Professors can teach radical content while enforcing bourgeois classroom decorum #exemplifies (0.92) — bell hooks, Teaching to Transgress, 358